After the Program Outcomes have been established, the next step and in many ways, the first step in the actual assessment cycle is to identify the learning outcomes that should occur for each course.

In order for faculty and departments to succeed in educating students, they must establish what they hope students will learn. Broadly speaking, learning outcomes are the intended or expected ...

When creating an assessment plan, there are certain typical components - The document linked here was created by Dr. Marilee Bresciani (Ludvik), and can serve as a worksheet to document the assessment ...

When designing formative assessments, instructors need to think about aligning the assessed knowledge and skills, as well the assessment format itself, with desired learning outcomes and with the ...

Institutional learning outcomes were established in 2014 in the Realizing UB 2020 report. The Office of Curriculum, Assessment and Teaching Transformation, in collaboration with the Institutional ...

Outcomes can be at the university, program or course level. Learning outcomes may be defined as the change in a student’s knowledge or skills as a result of the student’s experience(s). The focus of ...

Learning outcomes and objectives are the fundamental elements of most well-designed courses. Well-conceived outcomes and objectives serve as guideposts to help instructors work through the design of a ...

In 2024, CU Boulder identified the need for an intensive cross-campus focus on creating and assessing program learning outcomes to support student success, guide academic planning and meet the ...